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Manual 






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U. S. DEPARTMENT OF LABOR 

JAMES J. DAVIS. Secrelaiy 

BUREAU OF NATURALIZATION 

RICHARD K. CAMPBELL, Commwioner 



(PRELIMINARY EDITION) 

TEACHER'S MANUAL 



TO ACCOMPANY 

PART I— FEDERAL CITIZENSHIP TEXTBOOK 

ENGLISH FOR AMERICAN CITIZENSHIP 



'■J 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1922 



LIBRARY OF CONGRESS 
RECilVEO 

014 mt 

DOOyMlNT* DiVltfiON 






FOREWORD. 



The first 50 lessons in Part I are called "Lessons for Beginners" 
and were prepared for the adult foreign born who have no knowl- 
edge or little knowledge of English. 

These are followed hj 73 intermediate lessons which may be used 
by those who have finished the beginners' lessons or by those who 
enter with sufficient knowledge of English to be able to read and 
understand the last beginners' lessons. 

The intermediate lessons are divided as follows: 

General series. 

Industrial series. 

Women's series. 

The general series can be used to advantage in any type of inter- 
mediate classes. 

The industrial lessons are helpful in factory classes of an advanced 
grade. 

The women's series appeals to women organized in homes and 
neighborhood classes. 

Each lesson furnishes material for both conversation and reading. 
The meaning and content of each lesson should be developed orally 
before the students read from the printed page. 

The above-described lessons were furnished through the courtesy 
of Dr. Payson Smith, Commissioner of Education of Massachusetts. 

In preparing this manual valuable suggestions and ideas from the 
following publications have been made use of, and appreciative 
acknowledgment is hereby made: 

Practical English for New Americans, Teacher's Manual; Rose M. 
O'Toole. 

A Course of Study and SyHabus for Teaching English to Non- 
English-Speakino; Adults; Henry H. Goldberger and Samuel J. Brown. 

Teaching English to the Foreign Born, A Teacher's Handbook; 
Henry H. Goldberger. Bulletin, 1919, No. 80, Department of the 
Interior, Bureau of Education. 

First Steps in Americanization; John J. Mahoney and Charles M. 
Herlihy. 

A Teacher's Handbook to accompany Standard Lessons in English 
for American Citizenship; Bulletin Whole No. 21, May, 1919, Board 
of Education, Commonwealth of Massachusetts. 

ui 



TO THE TEACHEE. 

For use with Part I of tho Federal Citizenship Textbook, prepared 
for candidates for citizenship and their wives in attendance upon 
classes conducted or supervised by the public schools, the Bureau of 
Naturalization has prepared this proliramary edition of the Teacher's 
Manual. Since so many teachers are just beginning work with the 
adult foreign born and othere have had no opportunity of receiving 
instruction in the special technique of teaching English to foreigners, 
the suggestions given in this manual have been made more detailed 
and explicit than would be necessary if it were intended only for 
those who have had the benefit ot this type of instruction and 
experience. 

In order that the regular manual, when it is issued, may be of the 
greatest value to all classes of teachers of the foreign bom, the bureau 
requests that after you have used Part I to some extent you send in 
constructive criticism on this preliminary edition of the manual, sug- 
gestions for teaching, supplementing and applying the lessons, ver- 
batim reports of especially successfm lessons given, and devices and 
drills that you have found practical. 

Thus you will have a part in making the manual really valuable, 
because it will then represent the experience and the best thought 
and effort of those who have actually used the book wliich it is to 
accompany. This will result in better teaching by the many teach- 
ers with wnom the Bureau of Naturalization is privileged to cooperate, 
and tliis teaching should not only interest the foreign born now 
attending the classes throughout the United States and give them 
higher ideals and better preparation for citizenship, but may draw 
into the classes those who have thus far been uninterested. 

rv 



(Pwilhnliniry Edition.) 

TEACHER'S MANUAL 



At the beginning of the Americanization movement, the majority 
of the people interested in the foreign bom took for granted that 
only those who understood and could speak the language of the 
foreigner could teach him to speak English. Later, it was appre- 
ciated that ability to speak the foreigner's language was not neces- 
sary, but, without much thought and much experience along these 
lines upon which to base a working theory, it was considered that 
anyone who could teach a child to read English could teach a 
foreign-born adult to both understand and speak it. 

Accordingly, the methods used were those of the elementary 
school, and JFor want of textbooks especially planned to suit the 
interests and abihties of the adult foreign born, primers and readers 
suitable only for children were thrust upon these eager seekers for 
a knowledge of the English language. However much in earnest 
they may have been, their interest in acquiring our language could 
not long withstand the tedium of reading material so uninteresting 
to them. 

It is now conceded by everyone who has made an intelligent study 
of the matter that the teaching of EngUsh to the foreign-born adult 
has a technique of its own, and requires special preparation. 

The ideal situation is, of course, that in which a trained director 
of Americanization is in immediate charge of the organization and 
teaching of classes for the foreign born and the teachers have had 
adequate training along these Lines. But much can be done by 
earnest teachers who are open-mmded and willing to work and 
study. It is because the majority of teachers in this field must 
still work more or less by themselves without the stimulation and 
help of supervisors that the bureau has prepared this preliminary 
edition of the manual to accompany the lessons for Part I of the 
Federal Citizenship Textbook. ^ * 

It must be kept m mind that the main purpose is to teach the 
foreign-born man or woman how to talk English — the English that 
he needs daily and wants to know. He also wants to loiow how to 
read and write English, and this will come naturally along with his 
progress in learning to talk English. Authorities in immigrant 
education have reached the conclusion that the direct method is 
the best way to teach any people who wish to learn to talk a new 
language. By the direct method of teaching Enghsh we mean 
that method in which English is taught by using English as the 
means of instruction. It follows that the more English the pupil 
hears and uses the sooner he will be able to speak it fluently. 

There are several types of the direct method and a judicious use 
of all of these types, according to the needs and progress of the 
students, will usually get the best results. These will be exem- 
plified in the suggestions which follow. 

1 



2 TEACHER S MANUAL. 

As is stilted ii\ tho Foreword. Part I of tho Federal Citizenship 
Textbook is made up of two sets of lessons. These sets are of dif- 
ferent denjees of diniculty so that the book will be found useful not 
only for those who have no knowh'djje of Englisli but for those wh<i 
can speak and read it to some tlej^ree. It follows that after the 
first evenin*]^ spent in <jottint]r u('(|uainted with the students und in 
giving thi>m somethin<; tlint will be of immediate interest to them 
and which thcv can cany home with them as a valual)le acquisi- 
tion, the teacher will wisli to orfjanize her classes so that each student 
will be placed where he can get that hcli) which he seems to need. 
If oidy enoui^h i)uj)ils enter to form one class, a teacher may have to 
do some inili vidua! or group teaching. If the registration is larger 
and a suiricicnt number of teachers and rooms are available, several 
classes of dilTering ability and knowledge of English should be 
formed. The following is a suggested plan of organization for throe 
groups or classes: 

These should use the lessons for beginners: 

1. Beginners — to be divided, ifpossible, into two groups: 

a. Those who speak no English but can reaa ana write in 

their own language. 

b. Those who speak no English and are illiterate in their 

own language. 

These can probably begin with the intermediate lessons: 

2. Intermediate. 

a. Those who have completed the work for the beginners' 

classes, or — 

b. Those who have not been in the classes before but can 

make themselves understood in English and can read 
with understanding the lessons in the beginners' set. 

This class is, probably, beyond the range of Part I: 

3. Advanced. 

a. Those who have completed the intermediate class, or — 

b. Those who can carry on a conversation in English and 

can read and understand a simple newspaper article. 



LESSONS FOR BEGINNERS. 



DETAILED METHOD FOR LESSON I AND RELATED SUGGES- 
TIONS FOR SUCCEEDING LESSONS. 

The first evening may make or mar 3^our class. Each student who 
enters must feel that he is personally welcome, he must be interested, 
and he must get something of real value to take home. 

Therefore, greet each one as he enters with a hearty handshake, a 
pleasant smile, and a ''Good evening," or other appropriate greeting. 
Take pains to become interested in the individuals you are to instruct 
as well as in the subject-matter you are to teach. 

If possible, have a helper, who may be a volunteer worker if no 
public-school teacher can be secured, to register the men and women 
coming into the school, at some time previous to the first meeting 
of the class. The pupil's name, address, nationality, age, occupa- 
tion, length of time in America, previous education, and whether he 
is a citizen, or has first citizenship papers or has applied for second 
papers, should all be noted. An interpreter may be necessary. 
Blank registration cards, and, if desired, cards bearing as much of 
this data as is found on the naturalization applications for your 
locality will be furnished by this Bureau. 

Do not give out the books until after the first lesson has been pre- 
sented orally. After distribution to those entitled to them, do not 
use them in class for any lesson until after oral presentation of that 
lesson. 

It will be noted that each of the first nine of the beginners' lessons 
contains a theme developed from related or pivotal words, and, at 
the bottom of the page, a single sentence. This sentence is to be 
used, in connection with the others found at the bottom of the other 
lessons of the series, as a means of identification, and should be 
taught by itself and thoroughly drilled upon according to the method 
following: 

HOW TO USE THE IDENTIFICATION SENTENCES. 
Put your name on the board in this way: "My name is Miss 



Read it slowly and distinctly, pointing to each word as you say it, 

and to yourself when you say, "Miss ." Do this as many 

times as is necessary to make the pupils understand. 

Have each pupil give this sentence, "My name is " (supply- 
ing his OAvn name). Have the brighter ones do it first so that the 
others may hear them and become familiar with the sentences. If 
one fails to understand what is wanted, pass on to another and return 
later to the one who did not understand. Some one may say his 
name is the same as the teacher's, because he simply repeats what she 

3 



4 TEACHER S MANUAL. 

has snid, hut hy pointing to herself as she c!;ives her own name, and 
to th(> pupil when he speaks, he will quickly understand. 

If it has not heen possihle hefore class to get the names of the 
pupils, this exercise will give an opportunity to do some of the clerical 
work since it will he possihle to got each pupil's name in this way. 
This personal information and tlie other statements which follow m 
lessons 2 to 9 are of the greatest value in the matter of identification. 
Cases are reported where foreigners have worked for five years in 
industrial plants, known only by their check numbers, because it has 
been impossible to get their correct names from them. 

The anility to give this personal information is, of course, invaluable 
to the foreigners in applying for naturalization papers, in making 
application for work, m giving information for birtn certificates oi 
their children, and in many other ways. 

Prepiiro for each pupil a card or piece of heavy paper of suitable 
size. Write at the top, "Personal information.'^ B<'ncath, write 
the identification sentence which appears on page 5 of Part I of the 

textbook at the end of Lesson I, "My name is " (supplying 

his name). Pa.ss this card to the pupil each evening, asking him to 
read it and copy it. This pves him practice in saying, reading, and 
writing the sentence. If he comes early to class at the following 
sessions, let him copy on the blackboard this and the other identifica- 
tion sentences as he learns them. 

Write the name and address of each pupil on an ordinary visiting 
card which he may carry in his pocket and copy at spare times 
through the day. 

As the new identification statements are given and learned, add 
them to the personal information card, to be used in the way described. 
When the first nine lessons have be^n taught, a card miglit appear as 
follows: 



Personal Information. 

My name is Giovanni Mdrconi. 

I live at 45 Henry Street. 

I came from Italy. 

I came to America in 1020. 

I work for the Bro\Mi Silk Co. 

I am married. 

My wife's name is Carmoila Marconi. 

I have two childreiL 

1 am 30 years old. 



Tjcsson 10 is a review of identification. If the sentences have been 
tau;;ht as sugjjested it will bo possibl(», besides having the blanks 
fille<l, to use tnis lesson as the oasis of an interesting conversation 
lesson. Or it may bo used as a game, in the following way. Let the 

teacher say, "My name is . The gentleman at my right 

is . Tlio lady at my left is . Mr. . will you tell 

us about yourself and your neighbors t" Ways in which to use the 
other sentences will suggest themselves to the teacher. 



TEACHER S MANUAL. 5 

GETTING ACQUAINTED WITH YOUR PUPILS. 

Their answers will give you a general knowledge of each of your 
pupils which will make possible a better understanding of them and a 
closer cooperation. Learn more about their families and work, by 
talking with them as opportimity offers before and after classes. 

USING THE CALENDAR. 

It is a good plan also to have your pupils tell you at each lesson the 
day of the week, the day of the month, and the year. In this way 
they will grow familiar with the names of the days of the week and 
the dates. Write this information on the board daily. Later, 
assign the writing to the pupils. They will have become familiar 
with "to-day," and will better understand ''yesterday" and "to- 
morrow," when you come to teach these terms in connection with 
verb tenses. 

SENTENCE DEVELOPMENT. 

The greetings and the drill upon the first sentence of personal 
information will occupy perhaps 20 minutes of the first lesson. Devel- 
opment of the sentences of the lesson will come next in order. 

These sentences are constructed on the pivotal words sit, stand, 
walk, and open. The first step is — 

CONVERSATION AND DEVELOPMENT OF PIVOTAL WORDS. 

Sit is the first word to be developed. The teacher sits quietly on 
a chair before the class and when she has the attention of all, she says, 
slowly and distinctly, "I sit." She rises, then sits again, and again 
says, "I sit." 

She then asks, "What do I do?" and the pupils answer, "Sit." 
She points to herself as she says "I" and says "Sit" as she sits. 

She writes / sit upon the board. She has pupils read, "I sit." 
She points to the sentence, reads it, and sits as she does so. If a pupU 
seems to understand what she does and says, she has him point to 
the sentence, read it, and perform the action. Others may do this 
in turn and she may by a gesture have all rise, then repeat the sen- 
tence in concert, performing the action as they do so. 

The teacher now stands and says, "I stand," pointing to herself 
as she says " I," and standing as she says "Stand," always performing 
the action as the verb is given. 

She asks the pupils what she does. They say, "Stand." She sits, 
and the pupils say, "Sit." She stands, and the pupils say, "Stand." 
She writes, I stand, on the board, and repeats the procedure suggested 
for I sit. She may also have the first sentence reviewed and both 
sentences read and acted. 

The teacher now walks to the door and says, "I walk." She 
repeats the word wallc several times, walking as she does so. 

She calls on the pupils to walk, requiring them to repeat the word 
as they perform the action. 

She writes / walk on the board below the other sentences and drills 
upon it in the manner described for sit and stand. She has all three 
sentences read and acted. 

7009°— 22 2 



6 TEACH EH 's MANUAL. 

The teacher stands near the door and touches it. As she does 
so she savs, ''The door." She touches another door and says, "The 
door." *rhen she t^iuches another door, or the same one, and says, 
''What is this?" The chiss answers, 'The door." She wxites th£ 
door on the hoard at some distance from the three sentences already 
written, repeating; 'The door" as she writes. She goes to the chair, 
sits, and says, "I sit." She stands and says, "I stand," then she 
walks to the door, repeating as she walks, "I walk to the door," 
touching or pointing to the door at the proper time. 

She points to the sentences on the ooartl and has the class read 
the first two with her in concert as she points. She then points to 
what is written of "the third sentence and reads it as she points, 
then writes slowlv% pronouncing each word as she writes, to the door. 
She then reads the whole sentence, "I walk to the door," pointing 
to it as she writes, then repeats the sentence as she pei-forms the 
action. She calls on volunteers to perform the action and repeat 
the sentence, then to read the sentence from the hoard. The tiiree 
sentences may be read from the board in concert and by volunteers. 

Standing by the closed door, the teacher opens the door, saving 
the word Open" as she does so. A pupil opens the door, repeating 
the word as he performs the action. The teacher WTitee open on 
the board and has it repeated in concert. She goes to the door 
again, sees that it is closed, tlion opens it, repeating as she does so, 
'I open the door." She writes the sentence on the board under the 
other three, repeating it as she writes. She has the sentence rend 
in concert and by volunteers as she points. If it seems wise she has 
all the sentences read in concert and bv volunteers as she points. 

She writes the pivotal words sit, stand, wail', door, and open in a 
column on the board, points to them, and the class repeats ihem 
in concert with her. Ihey may then be repeated by rows and in- 
dividually, up the colunrn, down the column, and out of order, until 
meaning ana pronunciation are known by all. To test this she 
may perform an action and ask some one to point to the word that 
describes it, or have one pupil perform the action as another repeats 
the word. After erasing the board, the next step is — 

SENTENCE BUILDING USING PIVOTAL WORDS. 

The teacher, sitting and pointing to herself, says, "I sit." Pupils 
repeat, "I sit," and the teacher writes on the f)oard, "I sit," also 
placing sit at a short distance to the left of the sentence. 

Teacher says, "Mr. Bondi, please stand." The pupil stands and 
the teacher says, "What do you do?" Pupil, pointing to himself, 
says, "I stand," and the teaclier writes on tiie board, f stand under 
/ »it, and stand under the the word sit. 

Calling a pupil by name, the teacher says, "Walk to the door." 
The pupil walks to the door, saying, "I walk to the door. " Teacher 
writes on the board, / ualh to thr door, and icalk. 

Motioning to the pupil to open the door, the teacher says, "Tell 
me what you do." Pupil replies, "1 open the door." Teacher 
writes on the board, / opni the door, under the other sentences, and 
open in the column under the other words. 

These word's and sentences are sufficient for a beginner. It is 
better to teach u few words and a few sentences thoroughly, so that 



TEACHER S MANUAL. 7 

they will be understood and remembered, than to teach 10 or 15 
sentences and have the knowledge uncertain and not clear. 

The pupils have now been led to use the pivotal words, with which 
they have become familiar through performing the actions and touch- 
ing the object, in the complete sentences which form the theme. 
As the work goes on, they should be taught to do this more and 
more. They should be encouraged to talk and to use the pivotal 
words in original sentences, thus getting actual experience and prac- 
tice in correct sentence structure. 

But all this will not be sufficient without — 

DRILL. 

Drill must be ceaseless and untiring, but it may and should be 
interesting. Devices for conducting this drill will be found on pages 
17 and 18 of this manual. 

WRITING. 

Probably 45 minutes will be needed for this conversation and 
reading lesson. It will be interesting to the pupils to spend 15 or 20 
minutes in writing the first identification sentences if they are able 
to do so. For those who can not write at all, begin to make this 
possible by giving them the penmanship sheets furnished by the 
Bureau of Naturalization and snowing them the capital letters needed 
for their names. Show them how to use the preliminary movement 
exercises suggested so that they may limber up unused muscles. If 
they can not write the letters, let them trace them first, guiding 
their hands if necessary. Study and practice on two or three letters 
will be enough the first evening for pupils who can not write at all. 

Preserve the first attempts at writing for comparison with their 
writing at the middle and the end of the year. 

DICTATION. 

If the majority of the class can write, dictation may be attempted 
in this first lesson. Other^^^se, do not attempt it until considerable 
proficiency in copjdng has been attained. Correlate spelling with 
copying and dictation. 

If the ability of the class warrants it at this time, select one sentence 
for study and dictation. 

I open the door. 

Write it on the board. 

Call attention to the names and number of letters in each word. 

Have it copied several times on paper. 

Have the words spelled by the class in concert and individually. 

Ask pupils to write on the board the various words in the sentence, 
and correct them. 

In this way you direct their attention to the spelling of the words 
and the formation of the letters, before the written lesson. 

After sufficient drill has been given, erase the sentence, collect the 
practice papers, and read, slowly and distinctly, only once, 

" t open the door," 

and have the pupils \vrite it on their papers. 



8 TEACHER S MANUAL. 

RewTito tho sontencc on the bonnl and lot pupils correct their 
own errors, rewriting tho sentence correctly if there is time. Pass 
from one to another, noting nicest common errors, and pay particular 
attention to the correction of them. 

CLOSING. 

Tlie teacher saj'^s, "Mr. Cohen, please erase the board," and indicates 
what she wishes to have done. When he has done so, she sa3's 
"Thank you, Mr. Cohen." She may ask others to perform other, 
duties until the room is in condition to leave. Much can he taught 
incidentally in this way, and tho pupils' English greatly broadened 
\( the teacher takes every opportunity to teach the language in 
the classroom. 

The teacher may then present the Federal Citizen.ship Textbook, 
Part I, to those entitled to it, and show them where the lesson just 
taught is found. 

This finishes the first lesson, and, if well taught, the pupils should 
go to their homes feeling that they have gained something worth 
while and desiring to return. 

The teacher goes to the door and says, "Good-by" or "Good 
night," to each pupil as he leaves, thus teaching mcidentally one of 
the many idioms which must be learned. 

METHOD FOR LESSON II AND RELATED SUGGESTIONS FOR SUC- 
CEEDING LESSONS. 

After the greetings as the class assembles, it will be wise to spend 
5 or 10 minutes on an alohabet and counting drill. All pupils wish 
to know the alphabet, and later use of the dictionarv, telephone book, 
and directory depends upon their knowledge of it. ilave the alphabet, 
capital and small letters, written across tlie top of the blackooards. 
Separated from the alphabet as a whole, have the first four capitals 
and small letters placed fur further study. Have all who can. repeat 
the alphabet once, and note those who seem not to be familiar with 
it. Drill in various ways until everyone knows these four letters. 
Put them on flash cards and have the letters called as you flash the 
cards. 

Have the first 10 numbers on the board arranged as follows: 



1 


one 


2 


two 


3 


three 


4 


four 


5 


five 



G 


six 


7 


seven 


.S 


eight 


9 


nine 


10 


ten 



Many pupils recognize the figures but do not know their names in 
English. Others know their meaning but do not recognize them 
when print(Ml. This knowledge is important, particularly in indus- 
trial work. 

Have the desks, chairs, windows, and pupils in the room counted. 
•Uso money for illustration also. Drill as in t(Micliing the alphabet. 

PERSONAL INFORMATION. 

Develop and drill on the second identification sentence, page C of 
Part I, as explained in Method for Lceson I. 



teacher's manual. • 9 

conversation and reading lesson. 

Ask if an3'one wishes to read from his new book the sentences 
learned at the last lesson. Since they understand the meaning and 
pronunciation of the words, reading should be smooth, and, so far as 
the sentences will allow, expressive. 

Stop halting readmg at once, for this shows that further prepara- 
tion is needed. 

Develop the new lesson along the lines suggested for Lesson I, 
and use such of the forms of subjective language given on page 17 as 
circumstances raiake wise. 

Use appropriate devices from the list given on pages 17 and 18. 

WRITING. 

Continue practice on the writing of their names, and of the letters 
needed for tnis. 

SIGHT READING. 

The foreigner needs to be able to tliinJc in English. The use of 
sight-reading cards will help him to accomplish this. Prepare a 
series of cards upon which are written orders and directions which 
may be obeyed in the class room. Have the sentence written on one 
side of the card and printed on the other. By seeing these some- 
times on one side and sometimes on the other, the pupil will become 
accustomed to both script and print, and the change from blackboard 
to book reading will be made easy. The teacher holds up a card 
before the class. The pupil designated, or the first pupil who com- 
prehends what the direction is, obeys the order. If possible, no 
word should be spoken during the whole of this exercise. If these 
sight-reading sentences are those which grow out of the special needs 
of the class, and the exercise is carried out so rapidly as to give no 
time for the pupils to translate mentally what appears on the cards 
into the foreim language and back again into English, much abihty 
to really tJiin/c in English will result. 

This method may also be used for review and for giving directions 
for physical exercise. 

CLOSING. 

See method for Lesson I. 

OTHER SUGGESTIONS FOR SUCCEEDING LESSONS. 

The investigations of the Bureau of Naturalization have shown that 
a large majority of schools offering instruction in English and citizen- 
ship to foreign-born adults hold two-hour sessions. 

A suggested program for a two-hour session in beginning English is 
therefore offered here. This, however, may be modified as circum- 
stances demand. • ' . 

1. Greetings .....-.'.... 5 minutes. 

2. Alphabet or counting drills 10 minutes. 

3. Identification or personal information 10 minutes. 

4. Conversation and reading l 45 minutes. 

5. Writing, copying, dictation , 20 minutes. 

6. Phonics 5 minutes. 

7. Informal language, signs 10 minutes. 

8. Sight reading 10 minutes. 

9. Closii^. 5 minutes. 



10 teachkr's manual. 

As progress and conditions demand, some of these may be omitted 
and more time spent on other exercises apparently more needed. 

The metliod already suggested may be used for developing and 
drilling on the new work in these lessons. Some suggestions for in- 
trotlucmg and following out types of work not previously explained 
follow. 

ALPHABET AND COUNTING DRILLS. 

Have all of the alphabet repeated once. Take up four letters at a 
session for intensive study. Ask (|uestions similar to these: 

Name three lettei-s near the beginning of the alphabet. 

Three near the middle. 

Three near the end. 

What letter comes after p'i Before ly? 

In number exercises concentrate on the study of 10 numbers at 
each lesson. Make as many concrete applications as possible, as, 

How many things in a dozen ? A pair ? A quartette ? 

What name do we give to the piece of money which is equal to 5 
cents? 10 cents? 25 cents? 

How many days in a week ? A year.1 

BEADING. 

After the pivotal words and sentences have been thoroughly de- 
veloped, the reading from the board and from the books should be 
easy and interesting. It must be remembered that for the foreigner 
reading involves three tasks — extracting meaning from language that 
he does not understand, expressing the thought, and pronouncmg the 
Avords. 

The pupils are likely to feel that until they try to read from tho 
book they are not learning English, so it will be desirable to place 
Part I of the Federal Citizenship Textbook in their hands as soon as 
possible. But they must never be allowed to attempt to read aloud 
from it during the beginning of their instruction until the lesson has 
been developed and read silently, and thoir understanding of the 
thought has been tested. If these suggestions are carried out, the 
oral reading should be meaningful, smooth, and expressive. The 
teacher should furnish a "motive" for the reading. Sometimes let 
one read to the rest of the class as they sit with tiieir books closed. 
When he finishes the others may ask questions, give what he has read 
in their own words, and suggest ways in whicn the reading could be 
improved. Not all of the reading need be oral. Much of an adult's 
reading is silent and he reads for his own information or pleasure, 
not to entertain others. But his comprehension of what he nas read 
may be tested by means of questions. Suppose the class has read 
silently from lesson 7. The teacher may ask such questions as the 
following to see if the matter has been reafly understood; 

Where is the book ? 

What do you do with the book? 

Has the book a cover? 

What else has tho book? 

What do you do with the pages? 

The teacher should aim also to secure correct articulation and pro- 
nunciation, but .should not forget that the majority of the students 
want to be able to communicate with their neighbors and work asso- 



TEACHER S MANUAL. H 

ciates but do not expect to learn the English of the university. Those 
who are educated in their own language and wish to speak English 
perfectly will in most cases arrange for private lessons. 

Correct phrasing should be worked for but the best way for the 
pupils to gain this is through imitation of the good reading of the 
teacher. The immigrant catches correct phrasing with surprising 
facility and teachers should do much readmg aloud to the class as 
soon as they are able to understand even a part of what is read. 

WBITING. 

The penmanship sheets furnished free by the bureau can be used. 
in a number of ways by those who are anxious to improve their 
writing and also for reference by beginners. It will be noted that 
the capital and small letters are arranged first alphabetically for 
easy reference. As the letters are taught, beginners may use the 
sheets at home from which to copy and practice difficult forms. 
The letters are also arranged according to difficulty of execution, 
with preliminary practice forms, and a few exercises to limber up 
unused muscles are suggested. These offer much valuable and inter- 
esting home practice in making perfect letter forms for which there 
is not sufficient practice time m class. 

Definite and special attention should be given to the writing dur- 
ing the class session. Merely telling the pupils to copy some tiring 
is not sufficient. Certain errors will be found to be most common, 
as for example the making of / by using for the lower loop that used 
in the making of y. Show the pupils the page in the penmanship 
sheets which shows how this letter is formed, supervise them as they 
practice it in class, then ask them to make some perfect copies at 
home. 

Sometimes the pupils do not know how to join the letters and 

lift the pen after writing each letter as d /a ^^ a . The penman- 
ship sheets will help here, too. 

The steps in written work should be graded as follows: 

1. Learning to write name and address. 

2. Study of the alphabet. 

3. Copying simple sentences. 

4. Copymg sentences from personal information cards. 

5. Copying lessons into note books for reference, review, and 
home work. 

6. Copying simple letter forms and addressing envelopes. 

7. Dictation of short sentences from the text, correlating with 
spelling. 

8. Writing simple letters. 

9. Filling in blank spaces. 

10. Copying memory gems and short poems. 

PHONICS. 

Some teaching of phonics is necessary for the following reasons 

1. To correct foreign accent, enunciation, and pronunciation. 

2. For help in recognition of new words. 

3. To train the ear m noting differences in sounds. 



12 teacher's manual. 

4. For spelling;, by grouping words. 

Tliis work, however, sliould not bo begun until the pupils have 
gained a small vocabulary, and the phonetic work must be based 
upon words with which tlio pupils have become familiar, and must 
not include meaningless syllables and words. 

A few minutes intensive phonic study and drill each session will 
do more to help the foreigner to gain correct enunciation and pro- 
nunciation than can be done incidentally m a much longer time. 

The teacher herself shoukl be able to give the correct sounds of 
the letters and have her ears trained to distinguish the elementary 
sounds represented by the letters. She should also be able to show 
Ihe pupils how to place the lips, the teeth, and the tongue to make 
it possible for them to give tuo correct sounds. 

The phonic exercises should be lively and as full of variety as 
thorougrmess will allow. 

After the alphabet has been taught, so that pupils will not confuse 
the names of letters with their sounds, and a small vocabulary has 
been gained, introduce the phonic study according to the following 
outline: 

1. Select words having the same initial sound, of which they 
already know the meaning and pronunciation, as (jei, go, give. Write 
them on the board, and pointing to them, pronounce them slowly and 
carefully — get, go, give. 

2. Analyze the words, and divide them into the sounds which 
compose them, emphasizing the first letter. 

g 6t go g ive 

Point to the parts oi the word as pronounced. 

3. If the teacher enunciates carefully and makes the proper pause 
between sounds, the pupil will discover that words are made up of 
sounds. By imitating the teacher he can move his vocal organs 
Quickly and easily from one position to another in enunciating the 
aillerent sounds in the word. 

4. As he makes these sounds the teacher points to them and he 
recognizes that he is making the sounds of the written symbols 
before him as 

g et go g ive 

5. Through further separating of known words, the pupils may be 
taught to recognize many different sounds and to build new words 
conabining them. 

For example, in 
Lesson I — 

From it in n/, build b it, h it, f it, p it. From and in 
stand, build b and, h and, s and. 
Lesso.n II — 

From alk in walk, build t alk. From ead in read, build 
b ead, 1 ead. 
Build only those words which have a real meaning and have a 
useful place in the pupil's vocabulary. 

Members of different nationalities nave certain difficulties in using 
Engli.sh. Find out what tliese dilliculties are and give special atten- 
tion to thom. Following are some points needing tiiis attontiou: 

1. Upward inflection \i\ statomeuts. 

2. Sing-song reading. 

3. Gutteral sounds of r. 



TEACHEP/S MANUAL. 13 

4. Confusion of certain sounds: 

V and w vest for west 

f and V fife for five 

f and th free for three 

t and th tree for three 

ch and j chust for just 

nk and ng sink for sing 

oi and or woik for work 

oi and ir boid for bird 

t and d bet for bed 

d and th dem for them 

e and i feet for fit 

w and wh wy for wliy 

INFORMAL LANGUAGE. 

SIGNS. 

Display a "Danger" sign. Have class say it and read it. Put it 
on the board and explain what it means. Ask pupils vfhere they 
have seen this sign and what they did when they saw it. Say to a 
pupil, "If I were walking along the street and saw this sign what 
would I do ? " Ilang the sign in the room and add others as they are 
studied. 

In teaching Exit and Entrance place them over the proper doorways. 
Have Push and Pull tacked on the doors. Dramatize these lessons. 

Be careful to select signs that are simple and carry a clear message, 
but do not start this work until after pupils have begun to read from 
the textbook and have acquired a suflicient vocabulary. 

Posters also furnish excellent material for conversation and reading 
lessons. 

An interesting review exercise which will test the knowledge of 
your pupils along this line may be conducted as follows: 

Describe in a few words a situation where it would be necessary to 
look for a certain sign. Without mentioning the sign itself, ask the 
pupil to point to it, giving a sentence describing it as he does so. 
For example, " I am in the theater and I am ill. Vi^iat sign will show 
me the nearest way out ? " or, " I wish to buy a railroad ticket. What 
sign shall I look for?" 

USE OF VARIANTS. 

In the first lessons the action described is that which the person 
himself performs. The first person singular is used, and the present 
form of the verb. In order that the action of another person or per- 
sons may be described, and other forms of the verbs may be under- 
stood, as well as much general related knowledge given, the following 
suggestions are made: 

Teacher is advised to teach with — 

Lesson 3. Second person (you, your). Use globe in teaching ''I 
came from ." 

Lesson 4. Same as in lesson 3. 

Lesson 5. Plural formed by adding s (hands). 

Lesson 6. Plural formed by adding s. 

Lesson 7. Negative (not). 

7009°— 22 3 



14 teacher's manual. 

Lesson S. Past tense of regular verbs in lessons already taught, and 
in this lesson. 

walked closed 

opened passed 

pieked poured 

turned 
Lesson 0. Teach the progressive form — "I am waking up," etc. 
Lesson 11. Teach the progressive form. 
Lesson 12. Teach the progressive form. 
Lesson 13. Past tense of irregular verbs. 

sat was 

stood drunk 

got ha<l 

went woke 

took ate 

Ining bought 

gave paid 

Lesson 15. Contrast stop and go. 
Lesson 16. Future tense, first person (shall). 
Le.sson 17. Teach counting as, one, two. three, four, five, six. 
Lesson 19. Teacli counting from seven to thirteen, inclusive. 
Teacher is advised to teach with — 
Lesson 21. The third person he, requiring x on the verb. 

says takes 

goes puts 

Lesson 22. Contrast between she and he. Teach — 

I am here. She is here. 

You are here. The doctor is hero. 

He is here. 
Lesson 23. Contrast between his and her. Review i/our and my, 
the]/ as plural of he and fthe. 

T^o^-on 24. I'se of question mark. Teach l>y yes or vo answers. 
Lesson 25. Will as future tense used with third person. 
Lesson 20. Teach the words Saturday and Sunday. 
Lesson 27. Letter forms. 

Lesson 28. Teach turice with once. Use of question mark. Teach 
by yes or no answers. 

Lesson 20. Teach little with hig. Review with /. you. he, she. 
(Omit seventh sentence.) 
Lesson 30. Review of past time. Plural formed by adding es. 

glasses dishes ^ 

matches boxes 

Lesson 31. Plural pronouns: 

'•''"' ^L ^hey 

you, you she J -^ 

Lessftii 32. Change to past time. 
Ix'sson 37. Chonge to present time. 
Lesson 11. Change to past tense. 
I>e.sson 42. (lender: 

Sarah — she 

The clerk— ho 

The bank it 



teacher's MAI7UAL. 15 

Lesson 43. Past tense of verb "to be": 
I was. We were. 
You were. You were. 
He (father) was. Thev were. 

Lesson 44. Second, third, &nd fourth, with -first. 

Lesson 45. Careful, truthful, thankful, and adverhs in ly. 

Lesson 46. Drill on can, cowM. Making of adverbs from adjectives: 
dearly, quicldy. 

Lesson 49. Mr., Mrs., Miss. 

For instance, in Lesson 3, page 7, the pupil may be led to substitute 
you and yours for / and my by having him first describe his own 
action, then after the teacher or another pupil does the same thing, 
describe his action. For example, a pupil performs the act described 
in sentence one of Lesson 3, and says, "I stand up." The teacher 
may say to him, "You stand up," then perform the act herself and 
ask a third pupil to tell what she does. He mil say, "You stand up." 
Continue with each of the other sentences. The pupils will soon 
understand the difference in the use of / and you, particularly if 
gestures are made use of. Other variants may be developed in the 
same general way. 

PHYSICAL EXESCISES. 

It will be well to spend two minutes at the close of the first hour 
in setting up exercises. This -will, besides offering an opportunity for 
rest, furnish a fine chance to teach the names of parts of the body, 
as well as other related words. Thesoi exercises may be introduced in 
this way: 

Go to a window and open it and say, "I open the window." Point 
to a pupil, then to another window and say, "Mr. Hansen, please 
open the window." Wlien he has done so, say "Thank you, Mr. 
Hansen." Continue asking others until all the windows have been 
opened. 

Then give the following commands, demonstrating their meaning 
and showing the class how to obey them: 

"Class stand." 

"Face the windows." 

"Breathe in." (Eight times.) 

"Face front." 

"Arms upward, stretch." "Down." (Four times.) 

"Class sit." 

On succeeding evenings, as progress indicates, the following addi- 
tional commands and* exercises may be used: 

"Right hand upward, raise." (Four times.) 

"Right hand down." 

"Left hand upward, raise." 

"Left hand down." 

"Both hands upward, raise." 

"Both hands down." 

"Right arm sideways, point." 

"Left arm sideways, point." 

"Arms down." 

"Head, to the right, turn." 



IG TEACHER S MANUAL. 

"Ilt'jul, to the loft, turn." 

"Head, lorw iird. bornl." 

''lli'iul. bncUwanl, beiul." 

"Point in front of voii." 

"Point to the ii<:ht of you." 

"Point to tho left of you." 

" Point l)ftck of you." 

"Place hands on head." 

"Place hands on shouldiTs." 

" Place hands on hips." 

"Place hands on knees." 

"Bend kneos." 

" Rise on toes." 

Others may be used at the discretion of the teacher. 

SUGGESTIONS FOR SPECIFIC LESSONS. 

Lesson 10 A, png^e 15, Part I: Put these sentences on cards, and 
use for sight reading as explained on page of manual. 

Lesson 11, page IG, Part I: Teacii the signs at end of lesson 
according to the plan explained on page of manual. 

Lesson 20. page 25, Part 1: Teach this as a conversational lesson, 
followed by reading. 

Vocabulary lists: These may be used in a variety of ways: 

1. As pronunciation drills. 

2. As oasis for phonic lessons. 

3. For arranging by pupils In alpliabeticnl order. 

4. For using in sentences by the pupil. 

5. For spelling lists. 

6. For object drills. Have objects in room, and their names on 
cards. Let pupils place the card in front of the object. In all 
lessons where oojects mentioned are not already in the school room, 
models or pictures should be used to make meanings dear. Much 
dramatization should also be used. 

Lesson 30. page 40. Part I: This should be dramatized as read. 

Lesson 40. page 50, Part I: This theme may be told by the teacher 
for reproduction and then used as a reading lesson. 

Lesson 42, page .58. Part I: Signs and cards should be used to 
illustrate this h^sson. It should be dramatized also by several pupils. 

Lesson 43, page 59, Part I: See suggestions for lesscm 42. 

Les.son ^4, page 00, Part I: Before teaching this lesson study 
syllabus of the naturalization law, suggestions for fillin<x out naturali- 
zation forms, and the blank forms themselves, all of which will be 
furni-^hed on application to the bureau. 

Many of the forcfjoing suggestions for specitic lessons apply to 
other lessons which t()ll(»w. It will be found (hat the growing: vocab- 
ulary and confidence of the pupils and the greater e\'peii(>nce of 
the teacher will innUc each lesson better understooil than tlie pre- 
ceding one. 



teacher's MANUAL. 17 

SUGGESTED FORMS OF SUBJECTIVE LANGUAGE. 

Good. Try again. 

That's right. Well done. 

No, not that. Be careful. 

We are going to talk about — Not quite right. 

Very good. You have it. 

Say it again. Yes. Wlio will say it ? 

Fine. You are doing well. 

Excellent. What did you say ? 

No, that's not it. Don't be afraid. 

I like that. Try to remember this. 

I can't hear. Talk louder, Say it again. 

please. Do you understand ? 

Not yet. Try it at home. 

How are you ? Better luck next time. 
Ver^ well, I thank you. 

DEVICES. 
CLASS DRILL FOR RECOGKITIOK OF WORDS. 

Prepare cards of uniform size upon which words as taught are 
written on one side and printed on the other. Use brush and ink for 
this, or a price and sign marker. A rubber-tipped pencil may also 
be used. Hold up the cards one at a time, let the class study the 
word, then have it repeated in concert as you lower the card, not until 
then. This gives the slower pupils a chance to study each word. 
The lesson containing the newest words may be on the board and the 
pupils may thus be helped in recognizing the new words. Go through 
as much of the list as you have time for each night. Drop out words 
which are known by all, and make duplicates of the more difficult 
ones, so that they will receive more attention. 

mDIVrDTJAL DRILL FOR WORD RECOGNITION. 

Write and print all the new words, as studied, on small cards, one 
word on each card, adding new ones each day. Hold up one card 
at a time and give it to the pupil who can first pronounce it. When 
all the cards have been given out, pass from one to another of the 
pupils to collect them. Have each say as you collect them, "I have 
two cards," "I have six cards," or "I have no cards," as the case may 
be. Besides arousing enthusiastic rivalry, it gives the opportunity 
to teach the correct use of "I have no." 

MATCHING DRILL FOR WORD RECOGNITION. 

As word on card is recognized, have it pronounced and placed over 
corresponding word in lesson on the blackboard. Have class then 
repeat the word. 

To be used for drill in developing new lessons. 

RAPID DRILL. 

Point to a word and see if class can pronounce it before you erase it. 



18 TEACHER S MANUAL. 

TEST FOB TTDTKirOWS WORDS. 

Give out all the cards, an equal number to each pupil. Give them 
a minute to look them over, then ask if anyone can pronounce just one 
of the words given to him. Let those wlio can, hand the card back 
to you, holdint; it before the class and pronouncing it as they do so. 
Then ask for those who can give two, and treat m the same way. 
Continue until those who can pronounce all their words have done so, 
and allow the class to applaud the winners if they wish. Spend a few 
minutes in drill on those not known. 

REVIEW OF DIFFICTJLT SEHTENCES. 

Write on slips of paper sentences which have given trouble. Dis- 
tribute them to those who most need drill on them. Give time for 
study, then have each sentence read aloud. It may then be copied 
on the board. 

USING BLANK SPACES IN TEXTBOOK. 

The unused space on the pages of the lessons for beginners can be 
used by the pupils in a variety of ways. Let the bureau know what 
use your pupils make of it. 



INTERMEDIATE LESSONS. 



It will be noted that the lessons of the general series are appro- 
priate for both men and women. At intervals in the course alterna- 
tive lessons are provided so that, if the class is made up entirely of 
men or entirely of women, the lesson most suitable may be chosen. 
Tf the classes are mixed, both lessons may be used. 

Many of the sugo^estions given for the arrangement of the program 
and the presentation of beginners' lessons apply equally to the 
lessons for intermediates. When the pupils have reached the point 
where they can take up these lessons understandingly, certain parts 
of the suggested program may probably be omitted, and new work 
substituted. This, however, will depend to a large degree on the 
general ability and past experience of the students. 

A tentative program for intermediate classes is here offered, but 
it must be remembered that it is only suggestive, and should be 
modified according to circumstances. 

1. Greetings . . . ^ 2 minutes. 

2. Oral English 25 minutes. 

a. Reproduction of story assigned for silent reading. 

b. Reproduction of review lesson, 

c. Increasing the vocabulary through development of the new words of the read- 

ing lesson for the evening. 

d. Conversation on the topic of the lesson. 

e. Cgrrection of errors in language forms. 

3. Reading 35 minutes. 

4. Writing 15 minutes. 

5. Physical exercise 3 minutes. 

6. Arithmetic or geography ' 10 minutes. 

7. Memory work 10 minutes. 

8. Current topics, useful information or patriotism, and singing 20 minutes. 

ORAL ENGLISH. 

Since the main object of the foreigners who attend your class is 
to learn to talk English, a generous part of the time allowance should 
be given over to oral English. It might be well to have every lesson 
begin with an oral reproduction of a short, interesting story, pre- 
viously assigned to a pupil to be read and prepared at home. Faoles 
offer excellent material for this kind of work, and many of the reg- 
ular school readers for the upper primary grades contain stories and 
information lessons interesting to adults. 

Following this, a reproduction of the last reading lesson by one 
or several members of the class, may be called for. This gives 
excellent opportunity for the use of oral English. Both of these 
exercises will not only be entertaining but will provide strong motiva- 
tion for home work. 

New words in the lesson for the evening should be developed, 
written on the board, and drilled upon before the books are opened. 

19 



20 teacher's manual. 

Conversation upon the new lesson in order that the teacher may 
discover what knowledgje they aheady possess upon the subject, 
should always precede the rendino: of the lesson. She may also at 
this time explain expressions and points likely to give trouble, show 
pictures which illustrate what is to be read, and, as judgment dic- 
tates, supply additional related facts to make the lesson better 
understood. 

As need arises, she should correct errors in grammar by giving 

the correct form, saying, "In English we say ," and require 

the pupil to repeat correct form. Do not attempt to teach techni- 
cal grammar, but do not allow bad mistakes to go uncorrected. 

READING. 

Every reading lesson should cover the following steps if it is to be 
of value to the students: 

1. Preparation — establishing the point of contact — finding out 
what in the pupil's past experience will enable him to better under- 
stand and appreciat<^ the new lesson. 

2. Statement of the aim of the lesson. 

3. Assuming that new words have been developed and drilled upon 
and difficulties removed during the oral language period, the t<?acher 
mav, while the books, open to the lesson, are in the hands of the 
students, read the lesson through with all the expression, and clear- 
ness of enunciation of which she is capable. This will give the stu- 
dents what they need — a model for pronunciation, enu'nciation and 
expression — and will, in addition, inspire tliem to try to read in like 
manner, and help them to better unaerstand the thought. 

4. The next step is silent reading by the pupils, a sentence or r. 
paragraph at a time, to find the answers in the text to the ouestions 
asked by the teacher. These questions should be answered oy read- 
ing aloud that part of the text which answers the question. The 
whole lesson should be studied in this way. 

5. Reading aloud by one or two pui)ils while the others listen with 
closed books, ready to criticise either favorably or constructively or 
to ask questions. The teacher may sometimes give opportunities 
to other members of the class to show by their reading what the lesson 
tells. Although every one in the class may not read a large part of 
the lesson each evening, the teacher should nlan lier work so that all 
will have an opportunity during each weeK. The reading of sen- 
tences during tlie silent studv of the lessons should, however, give 
an opportunity to each member of the class to read at least a sen- 
tence. If this metluMl is carried out., the reading lesson should bo one 
of the greatest interest and enthusiasm, and there is no reason why 
tliero should bo heard any of the halting, sing-song, e.xj>re,ssionless 
reading so often heard in classes of adult foreignei-s. ^lany of the 
lessons in the textbook offer opportuiiitie>s for dramatization or for 
dialogue reading and these opj)ortunities should be taken advan- 
tage of. 

6. Discussion and reproduction. 

WRITING. 

If the pupils have finished the course suggested for beginners they 
Bhould now bo ready to be^jin to write simple business and friendly 



teacher's manual. .21 

letters and notes, business forms and short original compositions or 
written accounts of work done in class. 
Suggested material : 

1. Standard form of heading, salutation, and closing of letters. 

2. Standard form for addressing envelope. Explain reason. 

3. Return address. Why necessary. 

4. Excuse for absence from class. 

5. Excuse for child's absence from school. 

6. Informal note of invatation. 

7. Informal acceptance. 

8. Application for a position. 

9. Complaint to gas company. 

10. Order for goods. 

11. Simple receipts. 

12. Short friendly letters. 

13. Filling out forms : 

a. Naturalization blanks. 

b. Savings bank application blank. 

c. Deposit slip. 

d. Bank checK. 

e. Application for library card. 

f . Application for money order. 

14. Dictation exercises. 

15. Reproduction of short stories. 

16. Accounts of class happenings for class newspaper. 

All of this work should be developed orally before asking the 
pupils to write. They must, of course, have something to write 
before being asked to do so. Make the work practical and of imme- 
diate value to the students. As the pupils write, the teacher may 
pass around the room, assisting them and helping them to avoid 
mistakes. One of the compositions may be copied on the board, 
without, however, revealing the name oi its author, and the work 
corrected in class by both teacher and pupils. The others may be 
corrected at home and returned to the pupils. If they wish to do so, 
have notebooks kept, into which corrected exercises may be copied. 
Let letters and notes, however, be those which are to be used, and 
have them grow out of real situations. 

PHYSICAL EXERCISE. 

If this has been carried on through the first year's work, the 
pupils may now take turns in giving me directions, and others may 
be added. 

ARITHMETIC. 

Only that which is of immediate and real value should be 
attempted. 

Meaning, use, and reading of such signs and abbreviations as $, 0, 
3 for 100, doz., pt., qt., pk., bu., ^, i, and %. 

Making out, understanding, and receipting simple bills. 

Essentials of linear, square, liquid, and dry measures. 

Easy problems involving the four fundamental operations, based 
upon the pupils' own needs — checking up bills rendered, computing 



22 teacher's manual. 

daily ami weekly wao;es, making: out simple personal or household 
expense budgets and usual business with savings or other banks. 

GEOGEAPHY. 

Pupils should know : 

1. Names and locations of parks, museums, library, and other 

public buiklings in the locality. 

2. Row to get to those places and to direct others to them. 

3. Location of the railroad station and street-car centers and 

how to direct others to them. 

4. Names of surrounding cities and towns and hoAv to reach 

them, also interesting facts about them. 

5. The name of their own State, its capital, and location. 

6. Names of surroundinf; States. 

7. Centers of production ni home State. 

8. Name and location of capital of the Nation. 

MEMORY WORK. 

Teach some worth-while piece of information at every session if 
possible. Explain its meaning and have pupils memorize it. Be- 
sides simple historical facts, proverbs, quotations from great Ameri- 
cans, the flag salute, America, the Star-Spangled Banner, and short 
f)atriotic and inspirational gems may be taught. The students are 
ess self-conscious when repeating the words of another than in 
expressing their own thoughts. 

CURRENT TOPICS. 

These may be based upon a study of the newspaper. If they can 
not do so, teach the pupils to find and read the weather bulletin and 
the name, date, and price of the newspaper. 

Have them look for familiar words. Lead them to look for the 
headlines and help them to understand their meaning. 

Bring into the class clippings on current news which the p'.pils 
can read. 

Encourage them to bring in clippings to read in class. 

Lead them to avoid accounts of murders, robberies, divorces, and 
similar subjects. 

Discuss some of the questions of the day. 

USEFUL INFORMATION. 

Discuss subjects, such as — 

How to obtain employment. 
How to keep well. 
Accident prevention. 
Social customs. 

PATRIOTISM. 

This should bring out the real soirit of patriotism and may bo 
based on the celebration of national holidays and events, the st<.)ry 
and otiquett<» of the flag, the story of our national hymns, the memo- 
rizing of patriotic selections, stories of our national beroes. 



teacher's manual. 23 

The topics of the lessons will suggest the time in which these 
correlated lessons may best be brought in. 

SEAT WORK. 

To encourage early attendance of the pupils, have ready for them 
on the blackboard plenty of work such as olanks to be filled in, and 
directions for using in sentences words taught previously, writing 
letters, cutting out interesting items from newspapers, outlining 
known words m advertising pages of newspapers, preparing stories 
for reproduction. 



SUGGESTIVE LESSONS 



Fmnnlied by Mr. ROBERT C. DEMING, Director Department of Americanization, 
Connecticut State Board oi Education, and used by permission 



25 



PHONICS LESSON INTERMEDIATES. 



Aim: 
Method : 



Teacher : 



Teacher: 
Teacher ; 
Teacher: 
Teacher: 
Teacher: 



Class: 
Teacher: 
Class: 
Teacher : 
Class: 



By Makouerite T. Hicket, Field Agent. 
(10 minutes — drill and copy work.) 

1. To teach the phonic element "tion." 

2. To mcrease the pupil's power to discover new words. 
The teacher gives a sentence containing a word ending in 

Hon. The word must be one whose meaning is clear to the 
pupils. As additional words are given use either familiar 
words or words whose meaning may be easily understood 
because of the thought expressed in the sentence. Inter- 
rupting a phonic drill to explain the meaning of a word 
detracts the attention of the pupils from the drill itself. 

l^honic drills to be of interest to adults must be &m/and 
brisk. 

"The phonograph is Edison's best known invention." 

invention 

She writes the word on the blackboard and pronounces 
it carefully again. The class repeats the word. 
"The American nation is proud of him," nation 

"He worked in a telegrapli station." station 

"For 3 ears he had a very humble position." position 

" Ke seldom takes a vacation." vacation 

"Let us repeat the words again." (She points to each 
word as it is read.) "Once more, please. That is very 

food. Mr. Boldi. read the words, please. Good! Miss 
'orto, please read. Excellent. Thank you." 
"Watch me carefully, class. Pronounce invention." The 
class pronounces the word. 

The teacher says "In ven — (She erases these syllables as 
she talks, so that when she pronounces "tion'' it stands 
alone) — tion. 
Class 'tion.'" 

ts "tion." 
tion." 
"Nation." 

"Na — (She erases na as she talk.s) — tion." 
"—tion." 

The drill is rapidly given until but one word remains on 
the list. 

The .syllable tion stands out i)i()mim'nlly four limes on 
the board. 

tion 
tion 
tion 
tion 
vacation 



Repeat 5 
"Natioi 



26 



teacher's manual. 27 

Teacher: "Miss- Salerno, point to 'tion' in the word 'vacation.'" 

"Mr. FaloticO; erase part of the word, so that we shall have 
*tion' alone. Thank you. Now, class let us find words 
containing 'tion' in the paragraph." 

Teacher: "Open your books, please. If you find another such word 
write it on the blackboard, or sav it to me and I will Avrite 
it." 
At the end of the lesson all words are pronounced, first by the 

teacher then b}' the pupils. The teacher and the class in concert 

quickly build again the words of the first list — " tion — invention; 

tion — nation; tion — station; tion — position; tion — vacation." .. 

The class copies the lesson into the notebook under the heading 

tion. 

THE MAYFLOWER. 

■ Lesson for Beginners — By Marguerite T. Hickey, Fuld Agent. 

Material — ^Mayflower poster, pictures of the Pilgrims, Indians, 

forests. 

Method: On the evening preceding the lesson on the Mayflower give 
the lesson in the first column below. Review that lesson 
before you begin the new one. 

Using a picture of the Pilgrims introduce the new theme. 
This theme has been so arranged that a comparison may be 
made between the fate of the Pilgrims in America with that 
of the immigrant of to-day. When the lesson is completed 
the two themes stand, side by side, on the blackboard. 

We came to America in 19 — . The Pilgrims came to America in 

1620. 
We traveled for — days on a large They traveled for more than 
steamship. three months on a small sail- 

ing vessel — the Mayflower. 
We arrived at a large city. They landed on a rocky coast on 

a cold December day. 
We found friends waiting for us. They found great forests, savage 

Indians, wild animals. 
We went to the home of a friend. They had to cut down trees to 

build houses. 
We did not suffer from cold or They suffered all winter from cold 

hunger. and hunger. 

We began life in America easily. Many Pilgrims died before spring 

came. 
The first Americans did not begin 

life in America easily. 



LESSON PLAN FOE AN INTEBMEDLATE CLASS. 



By Marouebitb T. Hicket, Field Agent. 

7.30 Conversation (15 minutes), 

Teacher: '^Good evening, ladies and gentlemen." 

"Good evening, Miss ." 

"How are you this evening, Mr. V* 



Pupils: 
Teacher 
Pupil: 
Teacher 



"I am well, thank you. Ilow are you?" 
"I am very well, thank you. I felt so 
to-night that I walked to school. 



happv t( 
I ride." 



well and 
Usually 



The above serves as a review of a former conversation les- 
son, and as an introduction to a new lesson. The following 
is a report of a lesson presented to one of my classes. Vary 
it to fit the needs of your class. 

Type of lesson — Conversation Lesson. 

Material: No material is needed. 

A "funny picture" of a crowded street car was displayed 
at the close of the lesson to my class and we had difficulty in 
bringing the lesson to a close within the time limit so great 
was the desire of the men to talk about the picture. 
Aim: To stimulate conversation. 

Teacher: "Did you walk home from work to-night, Mr. 

V' 

"Yes, Miss , I walked home from work 



Pupil: 

Teacher: 

Pupils: 

Teacher: 

Pupil: 

Teacher: 



Pupils: 
Teacher: 



Cla.ss: 
Teacher: 



to-night. " 

" How many of you walk home from work ? " 
Some answered "I ride," some. "I walk." 
"You rode home to-night. Mr. Tinto, did you?" 
"Yes; I ri home work haf -pas-five. " 
"Please fisten to my (luestion again." She 
repeats "You rode home, did you?" 
\\riting ride, rode, on the bhickbonrd, she says, 
"Half past five is past time, isn't it? Then we 
must use this word, pointing to rode. 
"Class please say, *I rode home to-night at half 
na-st five!' " 
Kepeat. 

"Good. Let us give the sentence once more. 
This time watch the endings of the words." She 
gives the sentence again, writing as she talks — 
" / rode home to-night ai half yast jive." 
]{('pents. 

"'lliat was excellent. Thank you." 
"Mr. Tinto tell me again. Did you ride home from 
workr' 



SB 



TEACHER S MAKUAL. 



29 



Mr. Tinto 
Teacher: 

Pupil: 
Teacher: 



Teacher: 

Pupil: 

Teacher: 

Class : 
Teacher: 
Pupil: 
Teacher: 

Teacher: 
Pupil: 
PupH: 
Teacher : 



(Notice that a second form of question was used. 
This is the form of the question which the men 
wiU usually hear. The first was given because it 
contained the answer to guide the slow members 
of the class. Now the man has learned the answer 
correctly for either question.) 
"I rode home to-night at half past five." 
"Were there many people on the car, to-night, 
Mr. Lorenzo?" 

"Yes; lots people, too much people." 
"Mr. Lorenzo, we may say, 'Yes, there were very 
many people on the car,' or 'The car was crowded.' 
Class please read as I write 'The car was crowded.' " 
"Were there enough seats for all the people?" 
"No; some stand." 

Writes — "A number of the passengers were stand- 
ing. " 

Reads with the teacher. 

"Is it easy to stand on a trolley car, Mrs. Negro?" 
"No; gotta OTab strap." 

" We say 'hold on to a strap.' " She writes, "Peo- 
ple were holding on to straps." 
"What were the passengers doing?" 
"A few were reading newspapers." 
"Some were talking." 

"This has been an interesting conversation. Let 
us read it." 

"I rode home from work at half past five," said 
Mr. Tinto. 

"The trolley car was crowded. 
"A number of passengers were standing. 
"Many were holding on to straps. 
*'A few people were reading newspapers. 
"Some were talking." 



LESSON PLAN FOE AN INTERMEDIATE CLASS. 
Teacher, Miss Catherine Finnegan, Principal of the East Hartford Evening School 

The lesson was taught by Miss Finnegan in the Meadow Evening 
School and also at the state Model Evening School during the summer 
of 1921 at New Haven. 

Makgukkitk T. Hk key 

Field Ayent. 

AN EVENING IN A PTJBLIC LIBRARY. 

Aim : 

1, To teach the use of the public library. 

2. To increase vocabulary. 
•i. To teach signs. 

4. To encourage conversation. 
Material: 

Pictures of library and various rooms. 
Application blanks — Catalogue. 
Newspapers, magazines, books. 
Signs — 

LIBRARY OPEN 9 A. M. TO 9 P. M. 
SILENCE. 

DO NOT TALK WHILE OTHERS ARE READING. 
APPLICATION BLANKS HERE. 
RETURN BOOKS HERE. 
REFERENCE ROOM. 
READING ROOM. 
Paracrraph. 
Woras for word drill. 

Blackboard work for review consistcul of (juestions on previous 
work. Tliv answers to be written by pupils before 7.30. ihis the 
basis for conversation after 7.30. 
Questions: 

What harm can dirty streets do to people in their homes i 
How does the city keep the streets clean ( 
Who throws paper ancl banana skins into the streets? 
7.30 i^aragraph The New Haven Public Library. 
Method for teaching ])aragraph. 

Question pupils until a satisfactory sent«*nce for the par- 
agraph is given. Write sentence upon the blackboard. After 
tlie j)uiagraph has been completed, it is read by a q<jod reader. 
What docs New Haven do to educate its peopled 
What does it do for people as grown-up as we are ^ 
How did Abraham Lincoln get his education? 
Where did he get his books? 
Where can you or 1 get books ( 

If we do not know English well enough to enjoy reading a 
book, of what use is the library to us? 

30 



TEACHER S MAN^UAL. 31 

What is there other than books that we can read in the 

hbrary ? 
Find a magazine or a newspaper on the table. 
Who takes care of the books ? 
Can you take a book home to read ? 
What must you do first ? 

When you are trying to get a job you are sometimes given 
a blank to fill out telling your name, your address, etc. 
What do you call such a blank ? 
Who will give you an application blank in the library? 
Is the book yours to keep ? 
If you only take the book for a short time what are you 

called, instead of the owner? 
How much does the book cost you ? 
Who does pay for it ? 
Why? 
8.00 Conversation (Dramatized). 

Teacher: ''This is for to-night a library. You may applj^ for 
a book. I am the librarian. Notice the sign which 
tells you where the application may be found." 
Pupil: ''May I join the library?" 
Teacher: "Do you live in New Haven?" 
Pupil: "Yes; I have lived here six months." 
Teacher: "Please fill out this application blank." 
8.15 Recreation. 
8.20 Writing lesson. 

Application blanks filled out by pupils. 
8.30 Signs- 
All signs were taught incidentally. For example — when 
pupils talked together attention was called to sign SILENCE. 
As often happens when one pupil is reading aloud the others 
are reading in a lower tone which is annoymg. Attention is 
called to the sign DO NOT TALK WHILE OTHERS ARE 
READING. 
8.35 Reading lesson on "The Library." 

o 



mmmmm 



om 



